| Step |
Video Segment Shows... |
Teachers Say That Students... |
Teachers Say They... |
| 1. Select a book |
A young girl selects a book from a school library shelf. |
Select books at appropriate reading levels, preferably within their zone of proximal development. |
Provide access to books at many reading levels. |
| 2. Read the book |
As the narrator explains that students read carefully at their own pace, the young girl reads in her bedroom and at the kitchen table. |
Read at home and at school. |
Give children time to read books in class. |
| 3. Take the test |
As the narrator states that children like computers and are anxious to take the AR tests as soon as they have read a book, the young girl loads a floppy disk into a computer at school. The narrator then says, “When a student passes a test, it assures the teacher that the student has actually read the book. And it assures recognition for his or her achievement.” |
Take a literal-level multiple-choice comprehension test on the computer. |
Make sure students have access to computers to take the tests, and check AR print-outs to see who has read which books, how many points have been earned, and who has been flagged as at risk. |
| 4. Recognition |
The narrator mentions that teachers may offer students tangible recognition, based on number of AR points earned. Photographs appear of stacks of AR buttons, AR t-shirts, bookbags, pencils, book covers, bookmarks, and a child pointing to a “reading chart” where students' points are posted. The narrator notes that AR is motivational because students take a test they know they can pass. Points and awards recognize their achievement. |
Earn points and may receive rewards. |
Keep track of points earned by students, readability levels of books read, and so on, and perhaps use this information to point students to an appropriate level of book. |